This study explored the phenomenon of teacher retention and sought to glean reasons why teachers remain in the teaching profession. Teacher turnover not only puts financial strain on school districts, but high levels of turnover also reduce levels of student achievement (Carver-Thomas & Darling-Hammond, 2017; Fuller, 2023; Perrachione et al., 2008). Chan et al. (2021) noted that teachers experienced a decrease in the ability to do their work during the COVID-19 pandemic, thus increasing the attrition rates of a workforce that was already struggling to fill positions. As a result, the topic of teacher retention remains a critical issue in schools across the nation. This phenomenological study examined both perceptions and experiences of elementary school teachers from four school districts in a mid-Atlantic State who were teaching prior to, during, and after the COVID-19 pandemic that began in March 2020. This study also explored perceptions of elementary school principals from the same four school districts and why they believed teachers stayed in their buildings. Participants provided their stories, reflecting on their experiences and the realities of working in elementary school buildings through focus groups, individual interviews, and artifacts. Analysis of the data exposed common factors across all four districts as to why the elementary teacher participants returned to their classrooms each day. Three themes that emerged from the data were "commitment, the kids," and "community." These results provide insight and potential practices for district and building leadership to retain qualified and committed teachers in the profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]